[PDF.44dd] Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate (Educational Policy in Practice: Critical Cultural Studies)

Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate (Educational Policy in Practice: Critical Cultural Studies)

[PDF.by60] Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate (Educational Policy in Practice: Critical Cultural Studies)

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 | #1947575 in Books |  2012-05-01 |  2012-05-01 | Original language:English | PDF # 1 |  11.00 x.75 x8.50l,1.03 | File type: PDF | 330 pages

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Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others...

You can specify the type of files you want, for your gadget.Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policies and Practices of the Education Doctorate (Educational Policy in Practice: Critical Cultural Studies)   |  From Information Age Publishing. Just read it with an open mind because none of us really know.

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